Pub Date : 2018-12-31DOI: 10.7160/ERIESJ.2018.110402
M. Gangur, Miroslav Plevný
The paper presents a possible way of solving the problem of creating more test variants for a large number of students divided into groups. The proposed solution may consist in introducing a parameterized automatic test generator. The principle of an automatic parameterized test generator is shown. The process of the question tree construction according to the increasing numbers of questions in the banks of the particular subjects leads to a combinatorial explosion. This often results in the excessive time of generation of the different variants of tests. To solve this problem, a heuristic method based on a pre-processing stage that precedes the construction of the searching tree is proposed. Further, the results of the experiments comparing the time of the test generation and the congruence of the test variants generated by the algorithm either using or non-using this heuristics are presented. According to these results, the use of the generator with the proposed heuristics provides a considerably shorter time of generation, and the congruence of the generated test variants is even better in most cases.
{"title":"On the Problem of Generating a Large Number of Comparable Test Variants","authors":"M. Gangur, Miroslav Plevný","doi":"10.7160/ERIESJ.2018.110402","DOIUrl":"https://doi.org/10.7160/ERIESJ.2018.110402","url":null,"abstract":"The paper presents a possible way of solving the problem of creating more test variants for a large number of students divided into groups. The proposed solution may consist in introducing a parameterized automatic test generator. The principle of an automatic parameterized test generator is shown. The process of the question tree construction according to the increasing numbers of questions in the banks of the particular subjects leads to a combinatorial explosion. This often results in the excessive time of generation of the different variants of tests. To solve this problem, a heuristic method based on a pre-processing stage that precedes the construction of the searching tree is proposed. Further, the results of the experiments comparing the time of the test generation and the congruence of the test variants generated by the algorithm either using or non-using this heuristics are presented. According to these results, the use of the generator with the proposed heuristics provides a considerably shorter time of generation, and the congruence of the generated test variants is even better in most cases.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"62 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91092222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.7160/ERIESJ.2018.110403
J. Novotná, M. Chvál
The paper investigates how the order of numerical data in word problems on division of a whole into unequal parts affects achievement and reasoning of 14-16-year old pupils. The variable was altered in two word problems, in one of which also the context was changed (psychological variable) and in the latter “if-clause” is or is not used (linguistic variable). 182 pupils were involved in the experiment. The solutions were analysed quantitatively using Item Response Theory as well as qualitatively. The data suggest that pupils’ success is affected by the order of numerical data in the statement in an unfamiliar context. The presence of “if-clause” in the statement was studied in a two-level problem. The order of numerical data played its role in case of formulations without “if”. The results of the experiment are of interest for mathematics education as well as for construction of tests. The paper is an extended version of the paper by Novotna (2018).
{"title":"Impact of Order of Data in Word Problems on Division of a Whole into Unequal Parts","authors":"J. Novotná, M. Chvál","doi":"10.7160/ERIESJ.2018.110403","DOIUrl":"https://doi.org/10.7160/ERIESJ.2018.110403","url":null,"abstract":"The paper investigates how the order of numerical data in word problems on division of a whole into unequal parts affects achievement and reasoning of 14-16-year old pupils. The variable was altered in two word problems, in one of which also the context was changed (psychological variable) and in the latter “if-clause” is or is not used (linguistic variable). 182 pupils were involved in the experiment. The solutions were analysed quantitatively using Item Response Theory as well as qualitatively. The data suggest that pupils’ success is affected by the order of numerical data in the statement in an unfamiliar context. The presence of “if-clause” in the statement was studied in a two-level problem. The order of numerical data played its role in case of formulations without “if”. The results of the experiment are of interest for mathematics education as well as for construction of tests. The paper is an extended version of the paper by Novotna (2018).","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"198 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75902547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.7160/ERIESJ.2018.110303
P. Mazouch, V. Ptáčková, J. Fischer, V. Hulík
With the increase in the number of university students, the number of those who do not finish successfully the tertiary education is also increasing. The article uses a specific data source and analyses only a part of the group of unsuccessful students who re-enroll. This is a specific group of students - they did not finish the tertiary study in the past, but after some time they returned to education. The aim of the paper is to find significant factors that influence the decision whether the student changes the studied school or field of study. Factors will be searched using decision trees and binary logistic regression. Both methods were significant for gender and the fact that a student is studying his preferred university. Logistic regression adds to the student's health disadvantage. The data were obtained from the EUROSTUDENT survey, which was held in the Czech Republic in 2016 under the auspices of the Ministry of Education, Youth and Sports. The results can be used to identify a risky candidate or student at the beginning of tertiary education.
{"title":"Students Who Have Unsuccessfully Studied in the Past – Analysis of Causes","authors":"P. Mazouch, V. Ptáčková, J. Fischer, V. Hulík","doi":"10.7160/ERIESJ.2018.110303","DOIUrl":"https://doi.org/10.7160/ERIESJ.2018.110303","url":null,"abstract":"With the increase in the number of university students, the number of those who do not finish successfully the tertiary education is also increasing. The article uses a specific data source and analyses only a part of the group of unsuccessful students who re-enroll. This is a specific group of students - they did not finish the tertiary study in the past, but after some time they returned to education. The aim of the paper is to find significant factors that influence the decision whether the student changes the studied school or field of study. Factors will be searched using decision trees and binary logistic regression. Both methods were significant for gender and the fact that a student is studying his preferred university. Logistic regression adds to the student's health disadvantage. The data were obtained from the EUROSTUDENT survey, which was held in the Czech Republic in 2016 under the auspices of the Ministry of Education, Youth and Sports. The results can be used to identify a risky candidate or student at the beginning of tertiary education.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"19 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76852466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.7160/ERIESJ.2018.110302
Melanie G. Gurat
The main purpose of the study is to understand the mathematical problem-solving strategies among student teachers. This study used both quantitative and qualitative type of research. Aside from the semi-structured interviews, data were gathered through participant's actual mathematical problem-solving outputs and the videotaped interviews. Findings revealed that the problem-solving strategies among student teachers in the Problem-Solving subject are cognitive, metacognitive and other strategies. The cognitive strategies used by the student teachers are rehearsal, elaboration, and organization. The metacognitive strategies are critical thinking and self-regulation. Other strategies are overlapping the cognitive and metacognitive strategies. These are prediction/orientation, planning, monitoring, and evaluating. The findings also suggest a significant influence of the strategies to the academic performance of the student teachers.
{"title":"Mathematical Problem-Solving Heuristics Among Student Teachers","authors":"Melanie G. Gurat","doi":"10.7160/ERIESJ.2018.110302","DOIUrl":"https://doi.org/10.7160/ERIESJ.2018.110302","url":null,"abstract":"The main purpose of the study is to understand the mathematical problem-solving strategies among student teachers. This study used both quantitative and qualitative type of research. Aside from the semi-structured interviews, data were gathered through participant's actual mathematical problem-solving outputs and the videotaped interviews. Findings revealed that the problem-solving strategies among student teachers in the Problem-Solving subject are cognitive, metacognitive and other strategies. The cognitive strategies used by the student teachers are rehearsal, elaboration, and organization. The metacognitive strategies are critical thinking and self-regulation. Other strategies are overlapping the cognitive and metacognitive strategies. These are prediction/orientation, planning, monitoring, and evaluating. The findings also suggest a significant influence of the strategies to the academic performance of the student teachers.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"54 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86899226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.7160/ERIESJ.2018.110301
L. Samková
The contribution investigates opportunities that an educational tool called Concept Cartoons can offer in future teachers' education, namely in comparison with word problems in standard written tests. The referred empirical study was conducted in two separated consecutive stages, with two groups of future primary school teachers (the first one from the Czech Republic, and the second one from Slovakia). The participants of the first stage solved four word problems (T1, T2, T3, T4) with increasing difficulty within the written test, and a problem with a similar structure and difficulty as T3 but in the Concept Cartoon form. The second stage of the study served as a complementary stage, its participants solved only the word problem T3 and the Concept Cartoon. In both stages, the comparison of results and solution procedures revealed many participants who mastered the word problem(s) but displayed a fundamental misconception when working with the Concept Cartoon. Two thirds of the participants presented non-corresponding responses to these two corresponding tasks: they solved one of them correctly and the other one incorrectly. All of the problems in the study were based on the part-whole interpretation of fractions, the revealed misconception consisted of incorrect determination of the whole.
{"title":"Assessing Future Teachres' Knowledge on Fractions: Written Tests vs Concept Cartoons","authors":"L. Samková","doi":"10.7160/ERIESJ.2018.110301","DOIUrl":"https://doi.org/10.7160/ERIESJ.2018.110301","url":null,"abstract":"The contribution investigates opportunities that an educational tool called Concept Cartoons can offer in future teachers' education, namely in comparison with word problems in standard written tests. The referred empirical study was conducted in two separated consecutive stages, with two groups of future primary school teachers (the first one from the Czech Republic, and the second one from Slovakia). The participants of the first stage solved four word problems (T1, T2, T3, T4) with increasing difficulty within the written test, and a problem with a similar structure and difficulty as T3 but in the Concept Cartoon form. The second stage of the study served as a complementary stage, its participants solved only the word problem T3 and the Concept Cartoon. In both stages, the comparison of results and solution procedures revealed many participants who mastered the word problem(s) but displayed a fundamental misconception when working with the Concept Cartoon. Two thirds of the participants presented non-corresponding responses to these two corresponding tasks: they solved one of them correctly and the other one incorrectly. All of the problems in the study were based on the part-whole interpretation of fractions, the revealed misconception consisted of incorrect determination of the whole.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"41 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84123780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-30DOI: 10.7160/ERIESJ.2018.110202
Joshua Abah ABAH, T. Age, Mercy Onyinyechi Okoronkwo
This study is a correlational survey of the impact of home involvement on the mathematics achievement of Basic 5 pupils in North Bank suburb of Makurdi, Benue State, Nigeria. The study is the outcome of the first phase of a local intervention programme targeted at encouraging homes in the suburb to actively support the mathematics education of children at the Basic Education level. The participants of the study comprise 73 Basic 5 pupils along with their parents across three basic schools in the suburb. The mathematics achievement scores of the pupils for the First Term of the 2016/2017 Academic Session were correlated with home involvement scores generated from the adopted Parental Involvement Questionnaire. The correlational analysis established a weak positive relationship (r = 0.0177, p = 0.9241; and r = 0.174, p = 0.2884) between home involvement and mathematics achievement. Further interaction with pupils revealed that outside pupils' parents, certain friends, members of extended family and neighbours play vital roles, ranging from re-teaching class work at home to providing guidance for mathematics homework.
本研究旨在探讨家庭参与对尼日利亚贝努埃州马库尔迪北岸郊区基础五年级学生数学成绩的影响。这项研究是一项地方干预计划第一阶段的成果，该计划旨在鼓励郊区的家庭积极支持基础教育阶段儿童的数学教育。这项研究的参与者包括73名小学五年级的学生和他们的父母，他们来自郊区的三所小学。小学生2016/2017学年第一学期的数学成绩与采用的家长参与问卷的家庭参与得分相关。相关分析呈弱正相关(r = 0.0177, p = 0.9241;(r = 0.174, p = 0.2884)。与学生的进一步互动表明，外部学生的父母、某些朋友、大家庭成员和邻居扮演着至关重要的角色，从在家重新教授课堂作业到为数学作业提供指导。
{"title":"Returning Responsibility to the Home: Outcomes of Background Checks on Low and High Achievers in Middle Basic Mathematics in North Bank Suburb of Makurdi, Nigeria","authors":"Joshua Abah ABAH, T. Age, Mercy Onyinyechi Okoronkwo","doi":"10.7160/ERIESJ.2018.110202","DOIUrl":"https://doi.org/10.7160/ERIESJ.2018.110202","url":null,"abstract":"This study is a correlational survey of the impact of home involvement on the mathematics achievement of Basic 5 pupils in North Bank suburb of Makurdi, Benue State, Nigeria. The study is the outcome of the first phase of a local intervention programme targeted at encouraging homes in the suburb to actively support the mathematics education of children at the Basic Education level. The participants of the study comprise 73 Basic 5 pupils along with their parents across three basic schools in the suburb. The mathematics achievement scores of the pupils for the First Term of the 2016/2017 Academic Session were correlated with home involvement scores generated from the adopted Parental Involvement Questionnaire. The correlational analysis established a weak positive relationship (r = 0.0177, p = 0.9241; and r = 0.174, p = 0.2884) between home involvement and mathematics achievement. Further interaction with pupils revealed that outside pupils' parents, certain friends, members of extended family and neighbours play vital roles, ranging from re-teaching class work at home to providing guidance for mathematics homework.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"51 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84156087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-28DOI: 10.7160/ERIESJ.2018.110201
E. Milková, Petra Ambrožová
Modern information and communication technologies have progressed quickly. Mobile technology, personal computers and the Internet have become closely linked to human life. However, all these devices and their use bring various pitfalls. Cheating of pupils and students in the school environment has been an interdisciplinary issue linked not only to pedagogy, but also to the whole range of sub-disciplines, like for example social pedagogy or etopedy. The latter disciplines have been significantly interfered by information and communication technologies that bring new forms of illegal school activities. Due to modern technologies we can also trace an increase of inattention of pupils and students and their tendency to distraction during lessons. Signs of Internet addiction among pupils and students can be observed more often. The paper deals with a research focusing on Internet use by secondary school youth and possible risks of using the Internet for them. Three aspects entering the educational process of adolescents are discussed there; Internet use, school cheating and Internet addictive behavior. In addition, a relation between possible risks of Internet use and educational strategies according the Learning Combination Inventory originated by Christine A. Johnston was examined within the research.
现代信息通信技术发展迅速。移动技术、个人电脑和互联网已经与人类生活紧密相连。然而，所有这些设备及其使用都带来了各种陷阱。学生和学生在学校环境中的作弊行为是一个跨学科的问题，不仅与教育学有关，而且与整个子学科范围有关，例如社会教育学或托词学。后一种学科受到信息和通信技术的严重干扰，带来了新的非法学校活动形式。由于现代技术的发展，我们还可以追踪小学生和学生注意力不集中的增加，以及他们在课堂上分心的倾向。小学生和学生网瘾的迹象可以更频繁地观察到。本文主要研究中学青少年使用互联网的情况，以及他们使用互联网可能面临的风险。论述了进入青少年教育过程的三个方面;网络使用，学校作弊和网络成瘾行为。此外，根据Christine a . Johnston提出的学习组合量表(Learning Combination Inventory)，本研究还检验了互联网使用的可能风险与教育策略之间的关系。
{"title":"Internet Use and Abuse: Connection with Internet Addiction","authors":"E. Milková, Petra Ambrožová","doi":"10.7160/ERIESJ.2018.110201","DOIUrl":"https://doi.org/10.7160/ERIESJ.2018.110201","url":null,"abstract":"Modern information and communication technologies have progressed quickly. Mobile technology, personal computers and the Internet have become closely linked to human life. However, all these devices and their use bring various pitfalls. Cheating of pupils and students in the school environment has been an interdisciplinary issue linked not only to pedagogy, but also to the whole range of sub-disciplines, like for example social pedagogy or etopedy. The latter disciplines have been significantly interfered by information and communication technologies that bring new forms of illegal school activities. Due to modern technologies we can also trace an increase of inattention of pupils and students and their tendency to distraction during lessons. Signs of Internet addiction among pupils and students can be observed more often. The paper deals with a research focusing on Internet use by secondary school youth and possible risks of using the Internet for them. Three aspects entering the educational process of adolescents are discussed there; Internet use, school cheating and Internet addictive behavior. In addition, a relation between possible risks of Internet use and educational strategies according the Learning Combination Inventory originated by Christine A. Johnston was examined within the research.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"17 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87997483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-28DOI: 10.7160/eriesj.2018.110203
E. Hejnová, Petr Eisenmann, J. Cihlář, J. Přibyl
The article reports the results of a study, the main aim of which was to find out correlations among the three components of the Culture of problem solving (reading comprehension, creativity and ability to use the existing knowledge) and six dimensions of Scientific reasoning (conservation of matter and volume, proportional reasoning, control of variables, probability reasoning, correlation reasoning and hypothetical-deductive reasoning). Further, we present the correlations among individual components of the Culture of problem-solving and individual dimensions of Scientific reasoning with pupils’ school performance in mathematics and physics. We conducted our survey among 23 pupils aged between 14–15 years in the Usti nad Labem Region. The results have shown that one component of the Culture of problem-solving – the ability to use the existing knowledge – strongly correlates with three dimensions of the Scientific reasoning structure: proportional reasoning, control of variables and probability reasoning. However, no correlation was proved between the creativity and the dimensions of Scientific reasoning. We have found out also that the indicators of the Culture of problem-solving and the Scientific reasoning largely do not correlate with school performance either in mathematics or in physics.
{"title":"Relations between Scientific Reasoning and Culture of Problem Solving","authors":"E. Hejnová, Petr Eisenmann, J. Cihlář, J. Přibyl","doi":"10.7160/eriesj.2018.110203","DOIUrl":"https://doi.org/10.7160/eriesj.2018.110203","url":null,"abstract":"The article reports the results of a study, the main aim of which was to find out correlations among the three components of the Culture of problem solving (reading comprehension, creativity and ability to use the existing knowledge) and six dimensions of Scientific reasoning (conservation of matter and volume, proportional reasoning, control of variables, probability reasoning, correlation reasoning and hypothetical-deductive reasoning). Further, we present the correlations among individual components of the Culture of problem-solving and individual dimensions of Scientific reasoning with pupils’ school performance in mathematics and physics. We conducted our survey among 23 pupils aged between 14–15 years in the Usti nad Labem Region. The results have shown that one component of the Culture of problem-solving – the ability to use the existing knowledge – strongly correlates with three dimensions of the Scientific reasoning structure: proportional reasoning, control of variables and probability reasoning. However, no correlation was proved between the creativity and the dimensions of Scientific reasoning. We have found out also that the indicators of the Culture of problem-solving and the Scientific reasoning largely do not correlate with school performance either in mathematics or in physics.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89914086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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